Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH LITERACY | HEM2236030 | Spring Semester | 2+0 | 2 | 2 |
| Course Program | Salı 13:30-14:15 Salı 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Esra KÖROĞLU ÇAMDEVİREN |
| Name of Lecturer(s) | Assist.Prof. Esra KÖROĞLU ÇAMDEVİREN |
| Assistant(s) | |
| Aim | The aim of this course is to gain awareness of the initiatives applied to increase the level of health literacy of individuals in society. |
| Course Content | This course contains; Introduction of the Course, Establishing the Relationship between Course Learning Outcomes and Program Competencies Health Literacy, Basic Concepts,Health Literacy, Basic Concepts,Health Literacy Conceptual Model, Health Promotion Models,Health Literacy Studies in our country and in the world,Communication and Health Literacy,Cultural factors affecting Health Literacy,Nutrition and Health Literacy,Mobil Health and Health Literacy,Social Media ve Health Literacy,Chronic diseases and Health Literacy,Vulnerable Groups and Health Literacy,Vulnerable Groups and Health Literacy,Women's Health and Health Literacy,Empowerment of Health Literacy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the basic concepts of health literacy | 16, 9 | A |
| Explains health promotion models | 9 | A |
| Explains the factors affecting health literacy | 13, 9 | A |
| Describes the importance of health literacy for individuals to understand health information | 10, 16, 9 | A |
| List health literacy strategies | 16, 5, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the Course, Establishing the Relationship between Course Learning Outcomes and Program Competencies Health Literacy, Basic Concepts | review of first, 4th and 11th reference |
| 2 | Health Literacy, Basic Concepts | review of first and sixth reference |
| 3 | Health Literacy Conceptual Model, Health Promotion Models | review of 2nd and forth reference |
| 4 | Health Literacy Studies in our country and in the world | review of 5th reference |
| 5 | Communication and Health Literacy | review of 4th reference, page:45-57 |
| 6 | Cultural factors affecting Health Literacy | review of 10th reference |
| 7 | Nutrition and Health Literacy | review of 3rd reference |
| 8 | Mobil Health and Health Literacy | review of 3rd and 8th reference |
| 9 | Social Media ve Health Literacy | review of 7th and 8th reference |
| 10 | Chronic diseases and Health Literacy | review of 9th and 8th reference |
| 11 | Vulnerable Groups and Health Literacy | review of 8th reference |
| 12 | Vulnerable Groups and Health Literacy | review of 8th reference |
| 13 | Women's Health and Health Literacy | review of 3rd reference |
| 14 | Empowerment of Health Literacy | review of first and 5th reference |
| Resources |
| 1. Osborne, H. (2013). Health Literacy (from A to Z).Practical Ways to Communicate Your Health Message. Jones&Bartlett Learning 2. Yakıncı, C., Kızılay, A., Kavruk, H. (2016). Sağlık ve İletişim Öyküleri. Akademisyen Kitabevi 3- Yıldırım, F., Keser, A. (2015). Sağlık Okuryazarlığı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi Yayın No:3. 4- Çetin, M. (2012). Sağlık Okuryazarlığı, T.C. Aile ve Sosyal Politikalar Bakanlığı, Aile eğitim programı, Ankara: Nakış Ofset. 5- Tanrıöver, E., Yıldrım, H., Ready, N. (2014). Türkiye Sağlık Okuryazarlığı Araştırması, Sağlık-sen Yayınları, Ankara: Altan Özyurt Matbaacılık. 6-Balçık, P.Y.,Taşkaya, S., Şahin, B. (2014). Sağlık Okur-Yazarlığı, TAF Preventive Medicine Bulletin, 2014:13(4) 7-Palacı, H., Yarar, O., Kuru, İ., Gülhan, Y. (2016). Doktor Google: İnternette Sağlık Bilgisi Kaynakları ve Sağlık Okur Yazarlığının Önemi,Tıp Teknolojileri Kongresi, 2016 8-Sağlık okuryazarlığı:Sağlam kanıtlar.Dünya Sağlık Örgütü, 2013-Sağlıklı Kentler Birliği, 2015 9-Çimen, Z., Bayık, A. (2017). Kronik Hastalığı Olan Yaşlı Bireylerde Sağlık Okuryazarlığı, Sağlık Algısı Ve İlişkili Faktörler, Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 33(3),105-125. 10-Bolsoy, N., Sevil, Ü. (2006).Sağlık, Hastalık ve Kültür Etkileşimi, 9(3). 11-Tözün, M., Sözmen, M.K. (2014).Halk Sağlığı Bakışı ile Sağlık Okuryazarlığı, Health Literacy with Perspective of Public Health,Smyrna Tıp Dergisi, 48 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities. | X | |||||
| 2 | PQ-2. Has the necessary professional attitude and behaviours. | X | |||||
| 3 | PQ-3. Performs quality and safe nursing care in line with evidence-based practices | X | |||||
| 4 | PQ-4. Uses critical thinking, problem solving and leadership skills in nursing decisions and practices. | X | |||||
| 5 | PQ-5. Does teamwork with colleagues and other health professionals. | X | |||||
| 6 | PQ-6. Takes part in scientific and social projects that will contribute to individual and professional development. | X | |||||
| 7 | PQ-7. Reaches the literature by using a foreign language in the field of nursing and uses it in its professional practices. | X | |||||
| 8 | PQ-8. Adopts life long learning and continuous development as a principle. | X | |||||
| 9 | PQ-9. Communicates effectively by cooperating with the individual, family and society in meeting the developing and changing health care needs | X | |||||
| 10 | PQ-10. Provides individual-centered care by considering professional ethical principles and values. | X | |||||
| 11 | PQ-11. Reflects technological and innovative care methods to their professional practices. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 1 | 5 | 5 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 49 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(49/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH LITERACY | HEM2236030 | Spring Semester | 2+0 | 2 | 2 |
| Course Program | Salı 13:30-14:15 Salı 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Esra KÖROĞLU ÇAMDEVİREN |
| Name of Lecturer(s) | Assist.Prof. Esra KÖROĞLU ÇAMDEVİREN |
| Assistant(s) | |
| Aim | The aim of this course is to gain awareness of the initiatives applied to increase the level of health literacy of individuals in society. |
| Course Content | This course contains; Introduction of the Course, Establishing the Relationship between Course Learning Outcomes and Program Competencies Health Literacy, Basic Concepts,Health Literacy, Basic Concepts,Health Literacy Conceptual Model, Health Promotion Models,Health Literacy Studies in our country and in the world,Communication and Health Literacy,Cultural factors affecting Health Literacy,Nutrition and Health Literacy,Mobil Health and Health Literacy,Social Media ve Health Literacy,Chronic diseases and Health Literacy,Vulnerable Groups and Health Literacy,Vulnerable Groups and Health Literacy,Women's Health and Health Literacy,Empowerment of Health Literacy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the basic concepts of health literacy | 16, 9 | A |
| Explains health promotion models | 9 | A |
| Explains the factors affecting health literacy | 13, 9 | A |
| Describes the importance of health literacy for individuals to understand health information | 10, 16, 9 | A |
| List health literacy strategies | 16, 5, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the Course, Establishing the Relationship between Course Learning Outcomes and Program Competencies Health Literacy, Basic Concepts | review of first, 4th and 11th reference |
| 2 | Health Literacy, Basic Concepts | review of first and sixth reference |
| 3 | Health Literacy Conceptual Model, Health Promotion Models | review of 2nd and forth reference |
| 4 | Health Literacy Studies in our country and in the world | review of 5th reference |
| 5 | Communication and Health Literacy | review of 4th reference, page:45-57 |
| 6 | Cultural factors affecting Health Literacy | review of 10th reference |
| 7 | Nutrition and Health Literacy | review of 3rd reference |
| 8 | Mobil Health and Health Literacy | review of 3rd and 8th reference |
| 9 | Social Media ve Health Literacy | review of 7th and 8th reference |
| 10 | Chronic diseases and Health Literacy | review of 9th and 8th reference |
| 11 | Vulnerable Groups and Health Literacy | review of 8th reference |
| 12 | Vulnerable Groups and Health Literacy | review of 8th reference |
| 13 | Women's Health and Health Literacy | review of 3rd reference |
| 14 | Empowerment of Health Literacy | review of first and 5th reference |
| Resources |
| 1. Osborne, H. (2013). Health Literacy (from A to Z).Practical Ways to Communicate Your Health Message. Jones&Bartlett Learning 2. Yakıncı, C., Kızılay, A., Kavruk, H. (2016). Sağlık ve İletişim Öyküleri. Akademisyen Kitabevi 3- Yıldırım, F., Keser, A. (2015). Sağlık Okuryazarlığı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi Yayın No:3. 4- Çetin, M. (2012). Sağlık Okuryazarlığı, T.C. Aile ve Sosyal Politikalar Bakanlığı, Aile eğitim programı, Ankara: Nakış Ofset. 5- Tanrıöver, E., Yıldrım, H., Ready, N. (2014). Türkiye Sağlık Okuryazarlığı Araştırması, Sağlık-sen Yayınları, Ankara: Altan Özyurt Matbaacılık. 6-Balçık, P.Y.,Taşkaya, S., Şahin, B. (2014). Sağlık Okur-Yazarlığı, TAF Preventive Medicine Bulletin, 2014:13(4) 7-Palacı, H., Yarar, O., Kuru, İ., Gülhan, Y. (2016). Doktor Google: İnternette Sağlık Bilgisi Kaynakları ve Sağlık Okur Yazarlığının Önemi,Tıp Teknolojileri Kongresi, 2016 8-Sağlık okuryazarlığı:Sağlam kanıtlar.Dünya Sağlık Örgütü, 2013-Sağlıklı Kentler Birliği, 2015 9-Çimen, Z., Bayık, A. (2017). Kronik Hastalığı Olan Yaşlı Bireylerde Sağlık Okuryazarlığı, Sağlık Algısı Ve İlişkili Faktörler, Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 33(3),105-125. 10-Bolsoy, N., Sevil, Ü. (2006).Sağlık, Hastalık ve Kültür Etkileşimi, 9(3). 11-Tözün, M., Sözmen, M.K. (2014).Halk Sağlığı Bakışı ile Sağlık Okuryazarlığı, Health Literacy with Perspective of Public Health,Smyrna Tıp Dergisi, 48 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities. | X | |||||
| 2 | PQ-2. Has the necessary professional attitude and behaviours. | X | |||||
| 3 | PQ-3. Performs quality and safe nursing care in line with evidence-based practices | X | |||||
| 4 | PQ-4. Uses critical thinking, problem solving and leadership skills in nursing decisions and practices. | X | |||||
| 5 | PQ-5. Does teamwork with colleagues and other health professionals. | X | |||||
| 6 | PQ-6. Takes part in scientific and social projects that will contribute to individual and professional development. | X | |||||
| 7 | PQ-7. Reaches the literature by using a foreign language in the field of nursing and uses it in its professional practices. | X | |||||
| 8 | PQ-8. Adopts life long learning and continuous development as a principle. | X | |||||
| 9 | PQ-9. Communicates effectively by cooperating with the individual, family and society in meeting the developing and changing health care needs | X | |||||
| 10 | PQ-10. Provides individual-centered care by considering professional ethical principles and values. | X | |||||
| 11 | PQ-11. Reflects technological and innovative care methods to their professional practices. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |